Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback

AV communication review - Tập 53 Số 3 - Trang 35-45 - 2005
Roxana Moreno1, Alfred Valdez1
1Educational Psychology Program, University of New Mexico, Albuquerque

Tóm tắt

Từ khóa


Tài liệu tham khảo

Azevedo, R., & Bernard, R.M. (1995). A meta-analysis of the effects of feedback in computer-based instruction.Journal of Educational Computing Research, 13(2), 111–127.

Baddeley, A. (1998).Human memory. Boston, MA: Allyn & Bacon.

Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A., & Morgan, M.T. (1991). The instructional effect of feedback in test-like events.Review of Educational Research, 61(2), 213–238.

Bruning, R., Horn, C.A., & PytlikZillig, I.M. (2003).Web-based learning: What do we know? Where do we go? Greenwich, CT: Information Age Publishing.

Bruning, R.H., Schraw, G.J., & Ronning, R. (1999).Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice Hall.

Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the benefits.Innovation in Education and Teaching International, 38(2), 156–164.

Chandler, P., & Sweller, J. (1991) Cognitive load theory and the format of instruction.Cognition and Instruction, 8, 293–332.

Chi, M.T.H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989) Self-explanations: How students study and use examples in learning to solve problems.Cognitive Science, 13, 145–182.

Clark, J.M., & Paivio, A. (1991). Dual coding theory and education.Educational Psychology Review, 3, 149–210.

Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. This special issue].Educational Technology Research and Development, 53(3), 15–24.

Kalyuga, S., Chandler, P., & Sweller, J. (1999) Managing split-attention and redundancy in multimedia instruction.Applied Cognitive Psychology, 13, 351–371.

Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. [This special issue].Educational Technology Research and Development, 53(3), 83–93.

Kozma, R.B. (1991). Learning with media.Review of Educational Research, 61, 179–211.

Macromedia. (2002).Flash MX TM [Computer program]. San Francisco, CA: Author.

Martin, V.L., & Pressley, M. (1991). Elaborative-interrogation effects depend on the nature of the question.Journal of Educational Psychology, 83, 113–119.

Mayer, R.E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?Journal of Educational Psychology, 93, 390–397.

Mayer, R.E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning.Educational Psychologist, 38, 43–52.

Moreno, R., & Durán, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differences in multimedia mathematics learning.Journal of Educational Psychology, 96, 492–503.

Moreno, R., & Mayer, R.E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.Journal of Educational Psychology, 92, 117–125.

Moreno, R., & Mayer, R.E. (2000b). Engaging students in active learning: The case for personalized multimedia messages.Journal of Educational Psychology, 92, 724–733.

Morrison, G.R., Ross, S.M., Gopalakrishnan, M., & Casey, J. (1995). The effects of feedback and incentives on achievement in computer-based instruction.Contemporary Educational Psychology, 20, 32–50.

Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive theory.Educational Psychologist, 38, 63–71.

Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Darabi, A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learners' involvement in instructional conditions. [This special issue].Educational Technology Research and Development, 53(3), 25–33.

Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance meansures.Human Factors, 35, 737–743.

Rabinowitz, J. C., & Craik, F. I. M. (1986). Specific enhancement effects associated with word generation.Journal of Memonry and Language, 25, 226–237.

Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning. [This special issue].Educational Technology Research and Development, 53(3), 47–58.

Stanton, N.A., Porter, L.J., & Stroud, R (2001). Bored with point and click? Theoretical perspectives on designing learning environments.Innovation in Education and Teaching International, 38(2), 175–182.

Sweller, J., van Merriënboer, J.J.G., & Paas, F. (1998). Cognitive architecture and instructional design.Educational Psychology Review, 10, 251–296.

van Merriënboer, J.J.G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. [This special issue].Educational Technology Research and Development, 53(3), 5–13.